Mathematics teaching is the teaching of mathematics activities and the process of interactive development between teachers and students. Mathematics teaching should proceed from students' reality, create problem situations that are conducive to students' learning, guide students to acquire knowledge, form skills, develop thinking and learn to learn, and urge students to learn vividly, actively and individually under the guidance of teachers. "
First, the classroom teaching model
1. Create interesting situations and cultivate problem awareness.
An important task of mathematics teaching in senior one is to cultivate students' problem consciousness, learn to find problems and try to solve them. Mathematics teaching should fully consider the characteristics of students' physical and mental development, combine students' life experience and existing knowledge, design interesting and meaningful activities, and give them more opportunities to learn and understand mathematics from familiar things around them. We should often carry out some interesting activities in class, so that students can learn mathematics in play.
2. Mathematics learning is closely related to life, which originates from life and is used in life.
The new textbook pays attention to the close connection with students' life from the selection of materials, and is no longer an empty and boring list of knowledge. Teachers can use teaching materials creatively according to the actual situation of their class or region after making clear what the main points of teaching materials are, so as to find mathematics knowledge related to students' familiar life situations as a starting point, so that life and mathematics can be organically combined, and the application and re-creation of knowledge can be perfectly combined. In the course of "Understanding Objects", students are unfamiliar with the concepts of cuboid, cube and sphere, but they are very familiar with football, Rubik's cube and toothpaste box. So in class, I will classify cuboid, cube and sphere, watch and feel, and let students gradually establish the concepts of cuboid, cube and sphere, and get a preliminary understanding of their characteristics. Then let them find out where these objects appear in life, and further strengthen students' understanding of these objects. In this way, based on students' existing life experience and knowledge background, they can get the opportunity to fully carry out mathematical practice activities, truly understand and master mathematical knowledge, ideas and methods, and gain rich experience in mathematical activities, so that students can truly become the masters of learning. Restore the real role of mathematics in life and look at the problems of life from a mathematical perspective. Students should learn mathematics, do mathematics, understand mathematics in life, use mathematics, develop mathematics and innovate mathematics.
3. "Interactive" teaching mode.
Teaching under the new curriculum concept is no longer a simple indoctrination by teachers, a blind "spoon-feeding" teaching, and a simple receptive learning by students. But to create an activity-centered teaching model; Construct interactive teacher-student relationship and teaching relationship, emphasizing discovery learning, inquiry learning and interactive learning. The so-called "interactive" teaching mode is to regard educational activities as a kind of student-student communication between teachers and students, to regard the teaching process as a dynamic and developing interactive influence and activity process between teaching and learning, and to turn the traditional classroom teaching link into a review-introduction-Protestantism-summary-homework mode. Take student-centered teaching: organization-discussion, guidance-practice, or student discussion-student question-teacher answer, and teachers and students bring activities. Pay attention to the communication between teachers and students in class, and ask no less than 10 questions in class. At the same time, it is necessary to create conditions for students, introduce the way of group learning, and strive to give every student a chance to show himself.
Second, students' learning style.
1, active participation and good cooperation.
In teaching, I pay attention to providing students with opportunities for cooperative learning, and at the same time carefully organize each cooperation so that they can communicate and be inspired in effective and orderly learning. I think teachers should pay attention not to turn cooperative learning into "going through the motions" and formalization when guiding students to carry out cooperative learning for discussion and exchange. Not every knowledge point, every learning content must adopt cooperative learning method. Only when there is disagreement in some places or problems can be solved in many ways can we adopt the cooperative learning mode of discussion and communication in time, so that students can absorb other people's ideas in full communication, increase their knowledge, establish good interpersonal relationships in communication with their classmates, gain happy emotional experience and build up their confidence in learning. For example, in the new textbook, many exercises are to give students a topic map to ask math questions, so such exercises should create a condition for students to discuss and communicate. At the same time, in the cooperative learning of the new curriculum, we should pay attention to guiding students to listen, explain, think and communicate with each other. Teachers sometimes thread the needle, skillfully pull it out and evaluate it in time. Only in this diverse, rich and vivid learning exchange can students show their intelligence and develop. I think it's best for junior students to cooperate in groups of four, so that students can communicate fully and won't be too busy because many people talk.
2. Pay attention to experience and be diligent in hands-on.
Mathematics teaching under the new curriculum concept has changed from "paying attention to students' learning results" to "paying attention to students' activities" The arrangement of new mathematics textbooks also reflects the importance of cultivating students' mathematical literacy, and the ubiquitous "mathematical stories" and "mathematical games" reflect the process of mathematical rediscovery. Mathematics teaching is no longer a process of imparting knowledge to students, but encourages students to "observe, operate and discover" and pays more attention to the cultivation of students' practical ability. In the teaching process, teachers should let students make full use of their mouths, hands and brains to actively collect, communicate, process and process learning information. For example, in the teaching process of addition and subtraction, we should try our best to experience the process of knowledge formation through students' hands-on swinging and dialing with counters.
3. Break away from convention and be brave in innovation.
How to cultivate students' innovative consciousness, innovative spirit and innovative ability has become a major topic in curriculum reform. To cultivate students' innovative consciousness, spirit and ability, we must first create a harmonious and lively atmosphere for students. Only in a relatively relaxed and inclusive environment can middle school students dare to fly their thoughts and put on innovative wings, and they are willing to express their unique ideas. Secondly, we should be good at developing resources and create conditions for the cultivation of students' innovative ability. For example, after learning to understand graphics, my homework for students is to ask them to draw a beautiful picture with these graphics. This kind of homework is welcomed by children, and their enthusiasm is very high. After their descriptions, I saw a series of creative pictures, which made people sigh that children's thinking is really active. This kind of homework not only consolidates knowledge in children's favorite activities, but also cultivates children's innovative ability, laying the foundation for further study.
In this year's teaching, I often feel overwhelmed. In the future teaching, I will work harder to make the teaching of lower grades better.